Omdat ik nu Associate Editor voor het tijdschrift ben, probeer ik de artikelen beter onder de aandacht te brengen. Hieronder vindt u de inhoudsopgave en de komende uren zal ik voor elk artikel afzonderlijke vermeldingen posten.

Houd er rekening mee dat JOLR een open access tijdschrift is, dus volg de onderstaande links om toegang te krijgen tot deze artikelen.

Tijdschrift voor onderzoek naar online leren

april 2023 Deel 9, Nummer 1

Editors

Maria Rijst; Michaël Barbour

Inhoudsopgave

Aantal artikelen: 7

1. Honoring Overlapping Agencies in Online Teaching and Learning

   Mary Rice, Universiteit van New Mexico, Verenigde Staten; Michael Barbour, Touro Universiteit, Verenigde Staten

   When it comes to technologies and learning, privilege and power reveal themselves in who gets to make choices and what choices can be made (Fawns, 2022). Children, their parents, and educators…

   pp. 1-6

2. Socratische seminars en onderwerpen uit de grote wereld: het Khan World School-model

   Kelly Dalke & Emily Norton, Khan World School @ ASU Prep Digital, United States

   Khan World School (KWS) @ ASU Prep Digital is a mastery-based, public, online honors school within the larger digital school at ASU Preparatory Academy. KWS began in the fall of 2022 with a 9th…

   pp. 7-13

3. Onderzoek naar de ervaringen met lesgeven op afstand van internationale docenten tijdens de COVID-19-pandemie

   Lauren Woo & Leanna Archambault, Mary Lou Fulton Teachers College, Arizona State University, United States

   The COVID-19 pandemic caused abrupt school closures and transitions to emergency remote teaching, which impacted millions of educators worldwide. Given an overall lack of international perspectives…

   pp. 15-38

4. Evaluating Online Teaching Self-Efficacy and Effectiveness in Public PK12 Teachers

   Virginia L. Byrne, Morgan State University, United States; Diane Jass Ketelhut, University of Maryland College Park, United States; Keyshawn Moncrieffe, Morgan State University, United States; Beatrix Randolph, University of Maryland College Park, United States

   As the COVID-19 pandemic forced schools to close their buildings, public PK12 educators in the US had to pivot to something they had never done before or been trained to do: teach online. While…

   pp. 39-56

5. Teaching Math Online: Evaluating Access and Rigor in an Asynchronous, Online Algebra 1 Course

   Jennifer Darling-Aduana, Georgia State University, United States; Mason Shero, Vanderbilt University, United States

   Algebra 1 is a gatekeeper course with profound implications for students’ academic and professional success. This study examines the implications of teaching Algebra 1 through a standardized, fully…

   pp. 57-82

6. Assessing Access to Online Course Choice Among Brick-and-Mortar K-12 Students

   Ian Kingsbury, Educational Freedom Institute, United States; David T. Marshall, Auburn University, United States

   Many K-12 brick-and-mortar public schools now grant students the option of taking some of their courses online. Yet, a scant academic literature probes where online course choice exists and why it …

   pp. 83-100

7. Parents with Disabilities’ Household Access to Educational Devices and Internet During the COVID-19 Pandemic

   Aleksa Owen, University of Nevada, Reno, United States; Carli Friedman, The Council on Quality and Leadership, United States; Randall Owen, University of Nevada, Reno, United States

   Because of COVID-19 school closures, household access to educational devices and Internet has been crucial to maintain educational milestones. While researchers have studied technology needs of…

   pp. 101-126